Aims and objectives in the teaching of

English literature at upper secondary

school

Teresa Norling

Can literature be taught? Is there one correct way or variety of ways to teach
literature and what is it that teachers at upper secondary school level in Sweden
want to achieve by using literature in the teaching of English? Teachers of English
literature have the possibility to realize national curricular goals of awakening their
pupils’ desire and interest in reading books by creating a classroom atmosphere that
promotes open dialogue, develops a tolerance of different cultures and encourages
the sharing of different perspectives and interpretations. But are these objectives
reasonable or even attainable? What is it that teachers expect from their students? Is
exposure to the target language the teachers’ main aim, or is their main objective to
develop students’ ability to read and react to literature on an emotional level?
Furthermore, what emphasis do teachers place on their students experiencing
literature on a cognitive level and the mental processes that take place when
reading?
The purpose of this paper is to investigate and compare the aims and
objectives of teachers from two upper secondary schools, regarding the teaching of
English literature. My objective is also to discover what the teachers consider
important, attainable and relevant for their students and how they achieve it. I
carried out an empirical study based on information obtained from eight upper
secondary school teachers from a small town in the middle of Sweden. The teachers
were all language teachers, four of which were from a theory based school and four
were from a school geared towards practical experience. Seven of the teachers were
female and one was male. The teachers were given a questionnaire with 21 open-
ended questions aimed at obtaining information about the National Curriculum

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Aims and objectives in the teaching of English literature

guideline regarding the teaching of English and English literature, their own aims
and objectives when teaching English literature and student response and role.

Approaches to teaching and reading literature

National Curriculum Guideline for upper secondary school in Sweden emphasises
the central role of English as a world language and its importance to students in
terms of language skills and knowledge of the varying cultures in the English-
speaking world. The curriculum also stresses the importance of English as a lifelong
skill that can be further developed after completed schooling and the importance of
students being motivated to want to improve their skills both while at school and
afterwards. More specifically regarding the study of English literature, the
curriculum’s aim is for the students to “improve their ability to read literature in
English with good understanding and reflect over texts from different perspectives”
(Läroplan, 2002). The ability to read, understand and reflect on texts “from different
perspectives” emphasises the curriculum’s ambition to widen students’ perception
of the world around them. Through literature, it is believed, students gain insight,
develop a sense of understanding and toleration and experience new perspectives.
In terms of aims and objectives generally, the inclusion of English literature in
the school syllabus benefits language learning in educational, psycholinguistic and
linguistic ways. According to Hill, the study of literature contributes “both to the
development of the student as an individual and to his or her command of the
language” (Hill 1986:12). For teachers of English as a second language, their main
concern is exposure to the language. The reading of literature provides an
opportunity for the language to be internalised whereby grammar rules, phrases and
vocabulary already learnt can be reinforced and at the same time new words and
phrases encountered. Furthermore, authentic texts give the reader a possibility to
experience a genuine language context and the motivation to want to use it
themselves in speech. One of the main benefits of literature is that it acts as a
stimulus that ignites interest and motivates the student by involving them on a
personal, emotional level (Hill 1986: 7-9).
Penny Ur presents her opinion regarding the advantages of literature teaching
in her book A Course in Language Teaching: Practice and Theory. Ur suggests that
literature is enjoyable to read, provides examples of different styles of writing while
also being a basis for vocabulary expansion. Teaching literature also fosters reading
skills and acts as a “jump-off” point for both writing and discussions in the
classroom. Furthermore, students benefit from literature in the sense that by
becoming emotionally involved, they are motivated and this in turn contributes to
their personal development. Other benefits listed by Ur include the encouragement

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of empathy, critical and creative thinking, increased knowledge of the target culture,
world knowledge and finally, a heightened awareness of humanity and conflicts (Ur
1991: 201).
In his book Young People Reading: Culture and Response, Charles Sarland
refers to a study regarding teachers’ objectives in teaching literature done by
Malcolm Yorke, who also agrees with the theory of individual development as it
relates to literature. Sarland states: “Malcolm Yorke in 1977 examined teachers’
objectives in teaching literature. Generally he found that teachers saw literature as
fostering understanding, toleration, moral standards, love of the beautiful and as
offering insight into the relationship between humankind and nature” (Sarland
1991: 5). Furthermore, Yorke’s study indicated that the books teachers
recommended to their students “should include themes such as death and loss, the
understanding of self and society, and should be concerned with critical
consideration of character, event and theme, and the evaluation of literary merit, and
the study of literature should foster the development of awareness of the use of
language” (Sarland 1991: 5).
American literature theorist Louise Rosenblatt also uses the verb “to foster”,
when discussing the teaching of literature in the sense that teachers can use
literature as a way to encourage and influence their students. Literature can “foster
ideas or theories about human nature and conduct, define moral attitudes, and
habitual responses to people and situations” (Rosenblatt 1995:4).
The study of literature is historically associated with having the function of
fostering good moral attitudes. This is a belief held by many teachers who feel that
by exposing their students to good literature they will be moulded into moral and
good citizens. However, the realising of this goal tends to be problematic. Teachers
today are required to adapt their teaching to the individual needs of their students.
At the same time, teachers feel a responsibility to collectively “foster” their pupils.
Therefore, the desire to focus on the individual, as well as to collectively mould the
group, poses a problem for the teachers as the two goals contradict one another.
Literature may have a fostering effect on some students, but there is no guarantee
that this is the case for all students and furthermore, literature does not necessarily
have the fostering effect that educators would like to believe it has. Gunilla Molloy,
in her dissertation The Teacher, The Literature, The Student, highlights the
“contradictions between the teacher’s purpose of using literature in the classroom
and its outcome”. Molloy also points out that the power of tradition is strong in the
school system, which welcomes the use of some books whereas others are
prevented from entering the “cultural sphere of the school” (Molloy 2002: 29).
The dilemma faced by many teachers is how to expose students to “quality”
literature that helps them to attain their objectives and at the same time be

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Aims and objectives in the teaching of English literature

experienced as interesting and enjoyable to the student. When we speak of literature

for the purpose of study, two forms come to mind. These are literature from the
literary canon, and literature from current popular fiction. The literary canon often
evokes connotations of all that is good and true and the study of the classics is
viewed as invaluable in its role as cornerstone in the study of English literature. For
students studying English as a second language it is important that they be exposed
to literature from the literary canon as a way to learn about the literary background
and heritage of English culture. Terry Eagleton comments on literature in his book
Literary Theory: An Introduction, and reminds us of the constructiveness of what is
considered good literature and how views change over time and how people “may
even change their minds about the grounds they use for judging what is valuable
and what is not” (Eagleton 1996: 10).
Reading the classics may for some upper secondary school students seem
irrelevant and out of touch with today’s world, but as Calvino suggests, exposure to
classical literature does have benefits, even though young readers may not be aware
of them. Furthermore, he also agrees with the belief that it is the school’s
responsibility to introduce young readers to the classics. Hopefully, according to
Calvino, reading the classics at school will motivate further reading outside of
school for sheer enjoyment and pleasure (Calvino 1991: 6).
Popular fiction, on the other hand, is justifiably as important to the
understanding and use of the target language and the culture it portrays. Students
often choose literature from current popular fiction because they can relate to it on
more levels than many classical novels. Some teachers are however often unwilling
to use books from popular fiction on the grounds that they do not contain the same
level of richness of language, or quality of moral teaching found in literature from
the canon. Teachers may also reject some controversial books due to sensitive
subject matter that may be disturbing or upsetting to the students. Persson (1999), in
an article on cultural values, discusses a study done by Mats Trondman in 1996
regarding a project carried out at a number of primary and secondary schools
between 1986 and 1991. The aim of the project was to develop and increase contact
between the schools and the cultural life outside of schools. An overwhelming
number of projects carried out by the schools were based on high culture with the
objective to “prevent” the negative effects of popular culture whereas the absence of
popular culture was very noticeable (Persson 1999: 120). Persson goes on to point
out that the school needs to rethink its role as censor and realise that there is good
and bad in both high culture and popular culture. Both cultures communicate values
and ideologies that are attractive and unattractive, and both should have the
opportunity to be discussed (Persson 1999: 136).

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 Teresa Norling

Teachers have varying reasons for choosing the books they do to use with their
students. Their choices are motivated by the syllabus, their own preferences and
also by their students.
The role of the student in the studying of English literature should be that of a
participant. How a student approaches a text and his or her attitude towards reading
and towards literature in general is the major determining factor as to whether the
reading will be meaningful. It is the reader’s response to the text that gives the text
meaning and that in the end is controlled by the reader himself, as Tornberg points
out (1997: 13).
Reader-response criticism is the term used to describe critical theories that
focus on the response of the reader to the text rather than on the text itself as the
source of meaning in a piece of literature. Reader-response criticism requires that
the reader fills in the blanks in the text, and the text itself is given meaning when it
is read and as the reader responds to the textual strategies. In this way the individual
reader creates his or her own meaning of the text. The intentions of the author are of
less importance than the thoughts, feelings, and knowledge of the reader, as well as
those associations that are inspired by the text. Interpretation is also restricted by
knowledge of conventions and codes. In his book Läsa på främmande språk, Bo
Lundahl quotes the American researcher Louise Rosenblatt. Rosenblatt comments
on the reading of a text as an “event involving a particular individual and a
particular text, happening at a particular time, under particular circumstances in a
particular social and cultural setting, and as a part of the ongoing life of the
individual and the group” (Lundahl 1998: 36).
Unlike New Criticism, which stressed the text as “the sole source of evidence
for interpreting it” (Tyson 1999: 118), reader-response criticism places its focus on
the response of the reader, the effects achieved and the manner in which the reading
of the text is manipulated by the strategies used by the author. Rosenblatt describes
this responding to a text as an “event”. She writes:

The special meaning, and more particularly, the submerged associations

that these word and images have for the individual reader will largely
determine what the work communicates to him. The reader brings to the
work personality traits, memories of past events, present needs and
preoccupations, a particular mood of the moment, and a particular
physical condition. These and many other elements in a never-to-be-
duplicated combination determine his response to the peculiar
contribution of the text. (Rosenblatt 1938:32)

According to Rosenblatt, there are two approaches that can be taken to literature.
One approach is directed towards the gaining of information, which she refers to as
the efferent mode, whereby what is important is the content that gives the reader

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Aims and objectives in the teaching of English literature

information. Rosenblatt refers to the second approach as the aesthetic mode. When
a reader adopts the aesthetic mode it is what the reader is experiencing during the
reading of the text that is the most important (Lundahl 1998: 37). Although both
forms of reading can be applied to the same text, with regard to school and the
school environment, it is invariably the efferent mode that is most commonly used.
Students are taught from primary and secondary school to approach texts with the
intention of extracting information. Textbooks that ask the student to find the
answer in the text are familiar to them, and most students are accustomed to this
way of approaching a text.
Responding and reacting to a text can prove to be more difficult and more
challenging to students if they are not accustomed to it. The choice of books
available at school, the teacher’s recommendations and the student’s own personal
preferences all play a role and influence what the student reads. Helping students to
critically approach texts is one way, according to Robert Scholes, to “stop ‘teaching
literature’ and start ‘studying texts’”. He suggests that a sceptical and questioning
attitude towards texts should replace the respectful and reverent approach of the
past: “In an age of manipulation, when our students are in dire need of critical
strength to resist the continuing assaults of all the media, the worst thing we can do
is to foster in them an attitude of reverence before texts” (Scholes, 1985:16).
In Scholes’ view, textuality should be the object of study with the aim to
develop the student’s textual knowledge and textual skills:

All kinds of texts, visual as well as verbal, polemical as well as seductive,

must be taken as the occasions for further textuality. And textual studies
must be pushed beyond the discrete boundaries of the page and the book
into the institutional practices and social structures that can themselves be
usefully studied as codes and texts. (Scholes, 1985:16)

Questionnaire results
School’s influence
The first section gives the answers to five questions regarding the school’s
influence.

1. Are you satisfied/dissatisfied with the choice of books in English available

for use at your school? Motivate.
2. What part do you play in the decision regarding which books in English
are used in the teaching of English literature at your school?
3. Do you have any say in what English books are ordered for the school
library?

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The teachers at School A answered that they were satisfied with the choice of books
in English available at their school. According to the teachers, there were different
kinds of books available, and there was something suitable for everyone, including
books for individual and group reading. They have the possibility to choose their
own books but pointed out that there were perhaps more books available for the
weaker students than for the stronger ones. The teachers discuss together and are
welcome to make recommendations and to suggest what English books should be
used in the teaching of English literature. One teacher pointed out that she tries to
select and read books for her students, with the “pupil’s eye”. Regarding their co-
operation with the library, three of the four teachers felt that they had good contact
with the library and the librarian. The fourth teacher commented that she had never
been asked for advice regarding the ordering of English books, but felt confident
that any suggestions she might have would be positively received.
Teachers at School B were not equally positive towards the choice of books at
their school. Two of the teachers expressed satisfaction with the choice available
due to the fact that books were bought specifically for their programmes, and they
had the possibility to order what they wanted, whereas the remaining two teachers
felt that there was not only a lack of books, but also a poor selection. The decision
regarding what books are chosen is made together by the teachers, but they can
rarely buy new books due to a lack of money. The one exception was a teacher from
the Nursing programme who, being the only English teacher, could decide
everything herself. They were however unanimous regarding their co-operation
with the library. The teachers were free to suggest titles and were asked every year
by the librarian about the ordering of English books.

4. The national curriculum guidelines specify that the school in its

teaching of English: should aim to ensure that pupils improve their
ability to read literature in English with good understanding and
reflect over texts from different perspectives. How do you understand
“different perspectives”?
5. The national curriculum guidelines regarding English state that the
studying of English: aims at pupils maintaining and developing their
desire and ability to learn English. What role does the reading of
books in English play in this aim?

For the teachers from School A, “different perspectives” meant approaching a text
from the language point of view, close analyses of characters, theme and setting as
well as comparing and contrasting books that the students read. Furthermore, it
meant looking at how the text reflects different countries and social levels. One
teacher used the example of Roald Dahl’s novel Boy where the text could be

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discussed from various points of view, for example, the boy’s, the mother’s, the
teacher’s or a modern perspective. Teachers also placed importance on students
practising the ability to read and react to a text and to take part in discussions. A
great deal depended however on the book in question and whether it was read
individually or as a group. One teacher expressed concern as to whether her
students could understand the word “perspectives” at all.
Teachers from School B responded similarly to the ones from School A in that
they felt that texts should be looked at from as many perspectives as possible in
order to teach the pupils to read critically and to be open-minded. The teachers
commented that readers interpret texts differently if they are from different cultures,
likewise depending on whether the reader is male or female. Being able to recognise
the protagonist’s perspective, as well as different social, physical, racial, historical
and emotional perspectives was also important.
Three of the four teachers at School A agreed that literature plays an important
role in the curriculum’s aim, in that students develop their language and at the same
time experience the pleasure of reading a book. Furthermore, if the story is good,
students are motivated to learn the new words in the text. One teacher commented
that although literature should play a big role, she felt it was difficult to motivate
students to read books, and that it was easier to have her students watch films
instead. She did however point out the importance of providing students with the
“right” books, meaning books suitable and of interest to them.
Similar points of view were expressed by teachers from School B. They felt it
was important for students to encounter the language in literature in order to learn
vocabulary and to be exposed to different ways of expression. One teacher said: “If
a student likes a book, he or she learns more with pleasure”.s Another teacher hoped
that by helping students to find books they like, this would improve their
motivation, and make them interested to read more and subsequently learn more
English. One teacher expressed frustration in that her students did not read much at
all, not even in Swedish. The fourth teacher hoped that pupils would want to reach
higher levels in a desire to enlighten themselves. She commented on the importance
of starting from where the student is, otherwise the result could be that the student
might turn his or her back on literature due to a lack of interest.

The teachers’ aims and objectives

This section reports on the respondents’ answers to questions related to their aims
and objectives.

6. What are your main aims/objectives when teaching English literature?

7. What methods do you use to achieve your objectives?

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 Teresa Norling

8. Describe your teaching approach when teaching English literature.

19. Do you adapt your teaching of English literature to your students’
needs? How?

Teachers from School A responded that their aims included language training,
giving students the opportunity to enjoy the world of literature and the development
of interest in reading literature. Furthermore, they hoped that by enjoying literature
students would discover that their English also improved. One teacher’s aim was to
“wake up those who never read books”. The aims and objectives of teachers from
School B were to help their students learn English, to widen their knowledge of
literature, to improve students’ use of expressions and vocabulary and to teach them
how to analyse and write about texts. They also stated the importance of developing
the ability to connect literature with “certain events from different countries”,
helping students to be able to communicate with other people and to understand
more about the rest of the world.
Methods used by the teachers at School A to achieve these objectives were to
make students read as much as possible. Teachers felt it important to find books that
were suited to their students and to help them to discover new and exciting ones that
would enable them to develop their reading. Listening exercises was another
method used, as well as individual and group discussion. Furthermore, teachers
described giving a brief introduction to a text or reading the beginning of the book
together with the class as a method to awaken interest. Reading about current events
as well as the giving of presentations, summaries and reviews were other methods
mentioned, used to achieve their objectives.
Teachers from School B responded similarly in the sense that they too used
individual and group discussion, as well as book reviews as a way to achieve their
aims with teaching English literature. One teacher commented that she strongly
believed in “learner’s autonomy”, in that students are responsible for their own
learning. She felt it important that her students should make their own plans and be
able to choose from different activities. She did however stress that it was important
that students be aware of the aims of the curriculum. One teacher responded that her
methods differ from class to class depending on their ability level, whereas another
teacher commented that she uses films “rather often”.
In response to the question regarding their teaching approach, a teacher at
School A answered that giving out questions based on the text, presenting students
with ideas before and during the reading of a book, as well as discussions, were
good ways to “keep the pot boiling”. Another teacher felt it important to be present
during the reading process, and this was especially true for the weaker readers.
Other approaches were the same as methods used in the preceding question.
Teaching approaches used at School B were the placing of stress on reading,

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Aims and objectives in the teaching of English literature

speaking, listening and writing. Using films was also an approach employed to
create interest as well as group reading and discussions. One teacher pointed out the
value of the teacher’s own background knowledge about the books, and the ability
to talk about them as being an important factor.
Regarding the question as to whether the teachers adapt their teaching of
English to their students’ needs, teachers at School A gave the following answers.
As teachers they try to have an open dialogue, but had difficulty finding room and
time for discussion. They also felt that large groups of students were a problem.
Very much depended on how much interest the students themselves showed. One
teacher stated that in those classes where interest was high, there was more literary
history taught whereas in those classes where interest was low, emphasis was
placed simply on motivating the students to read. Another teacher commented: “I
don’t teach very much English literature to my students”.
Teachers at School B, on the other hand, seemed to adapt their teaching to a
greater extent. According to the teachers, a great deal of emphasis is placed on
finding books for their students which are interesting and relevant to them, such as
books relating to the subject of their studies, for example cars, nursing and music.
They also felt it important to find books on a suitable level for their students and
fictional literature to improve their students’ language skills.

10. What are your reasons for choosing the books you do use with your
pupils?
13. Do you encourage your students to read English books of their own
choice in your class? If so, why?
14. In your opinion, what are the advantages/disadvantages of students
choosing their own reading material?
15. In your opinion, what are the advantages/disadvantages of you choosing
the books for them?
16. Do you encourage the reading of “simplified” versions of English books
for your weaker students?

Teachers at School A mentioned a number of reasons for their choice of books.

They choose books that suit the particular group. They have used those books
before and they “worked out well”; furthermore, books are chosen because they are
suitable to individual students or have a subject matter suitable for discussions. One
teacher commented: “Reading should be a nice experience,” implying she felt the
responsibility on her part to ensure that the books she uses in the classroom be
enjoyed by her students.
Teachers at School B also commented that they try to find books suitable to
the pupil’s level and interest. The degree of difficulty was also a deciding factor and

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that students felt that they were capable of reading a book in English. However, the
most important thing was to choose books that made the students read. Filmed
books and books with an exciting plot, sport and music as well as classics and
romance were books most often used. Also, “modern and interesting” books could
lead to interesting discussions.
Teachers from School A were very positive to their students reading English
books of their own choice. They felt that the more English the students were
exposed to the better. It was meaningful for students to choose themselves, because
in doing so their interest was awakened and they were more likely to continue to
read. The advantages of this, according to the teachers, were that students became
motivated, and higher motivation often leads to increased reading. Furthermore, if
the students themselves were allowed to choose, they would accept responsibility
for their reading and therefore tend to take it more seriously. The teachers at School
A did not feel that there were any disadvantages to students choosing their own
reading material. The advantages that might be gained by teachers choosing the
books for the students were that teachers could use their influence and have their
students read books that they would never have chosen themselves. Being able to
help students find books suitable for them was another advantage and due to the fact
that many students complained that they could never find “any good books” at the
library it was an opportunity to provide them with something good for them to read.
One comment was that it was best if the students “don’t notice my choosing”. The
only disadvantage noted was that the choice was no longer the students’ and this
could affect their motivation.
School B’s teachers were also positive to students reading books of their own
choice and felt that this would improve their reading and enable them to discover
the joy of reading. One teacher felt that allowing students to choose themselves was
the only way to make some of them read at all, whereas others (better students)
were more eager to read what she, i.e. the teacher, herself suggested. It was also
stressed that books chosen by the students should be suitable for their ability level.
The advantages to be gained by allowing students to choose themselves were fewer
than the disadvantages, according to these teachers. Although they felt that
increased interest was an advantage, they did feel that students at School B tended
to take the “easy way out” by choosing books below their level in English. Students
often chose thin books that they were able to finish quickly with a minimal amount
of effort. Teachers experienced that choosing books for them was the only way to
make many students read. Furthermore, choosing for them allowed the teachers to
ensure that their students did not miss out on “many a good book”. However, one
teacher noted that choosing books for them often resulted in students losing interest.

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Question 16 asked whether the teachers encouraged the reading of simplified

versions of books for their weaker students. Teachers at School A did encourage
this but only if the student was very weak and could not manage “real” books. For
other students, simplified versions were used as a starting point from which the
student could move on to more difficult books. One view was that it was better to
read simplified versions than none at all, whereas another teacher felt it was better
to recommend books suitable to students’ levels than to resort to the use of
simplified versions.
Teachers at School B all encouraged the use of simplified versions as a way to
get their students to read. They believed that their students would otherwise not read
at all.

11. Do you think it is important that your students are exposed to English
literature from current popular fiction? Why?
12. Do you think it is important that your students are exposed to English
literature from the literary canon? Why?

In answer to the question regarding the importance of students being exposed to

literature from popular fiction, teachers from School A responded positively.
Literature from popular fiction was felt to be valuable from the language point of
view as well as for the reading experience. Teachers felt that it was a means to gain
knowledge about society as well as being interesting to their students. They felt that
once students got “started” on popular fiction, it would be possible to interest them
in reading other literature. One view held by a teacher was that it was important to
avoid “streamlined” thinking and she believed the reading of popular fiction was a
way to do that.
Reading literature from the literary canon was seen as meaningful by these
teachers because they felt that there were certain books that their students should
have knowledge about. Another teacher felt however that it was more important that
they read than what they read.
Students with a stronger interest in reading should have the possibility to
extend their reading of literature from the canon and as one teacher expressed it, it
was good for students to experience “what the big elephants have thought and
written”. Interestingly, one teacher pointed out that many students were not exposed
to literature at home, and therefore it should be done at school.
Exposure to literature from popular fiction was also considered to be important
by the teachers at School B. They described literature from popular fiction as being
a “gateway” to other books. Furthermore, students may have heard about a current
popular book and previous knowledge increases interest. It was also pointed out that
the use of language changes and reflects current culture and it is important for

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students to be exposed to that. One teacher was unsure as to the importance of her
students being exposed to popular fiction or literature from the literary canon. The
remaining teachers did however feel that literature from the canon was a way to
awaken students’ interest in the history of literature. One teacher felt that she
wanted to make her students aware of past writers as well as well-known authors of
today: “It’s common knowledge and I want my students to be able to speak about
these books with other people”. To gain an understanding of the present through
good background knowledge was yet another reason, as well as the benefits of
being able to make a connection to literature studies in Swedish.

17. What are the titles of the English books you most often recommend to you
students?
18. On what do you base your recommendations?

The books recommended were similar for both schools, and were a mixture of the
classics and popular fiction.

School A School B
Boy: Tales of Childhood Robinson Crusoe
Go Ask Alice Harry Potter
Being There Go Ask Alice
Of Mice and Men Young Women
The Pearl The Pearl
Harry Potter Young Mother
No Comebacks Of Mice and Men
The Great Gatsby Huckleberry Finn
Johnny got his Gun
Dear Nobody
The Best Little Girl in the World

Teachers at School A based their recommendations on their own reading,

availability of books at the school, as well as books that were good for discussion
and rich in emotion. They also based their recommendations on what other students
had or had not recommended.
Similarly, teachers at School B also based their recommendations on
availability, recommendations from other students and their own reading
experience. Furthermore, one teacher also mentioned language skills and interest, as
well as the desire to combine the past with the future. Teachers also recommended
books that have been filmed and books that they have read themselves. However,
they felt that a great deal depended on the class itself.

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Aims and objectives in the teaching of English literature

21. In your opinion, do you attain your objectives regarding the teaching of
English literature?

One teacher at school A expressed that she did attain her teaching objectives but
questioned what her students did in fact learn. The second teacher felt that she did
not attain all her objectives, but did as much as time would permit. The third teacher
believed she managed to fill her students with enthusiasm with regards to reading
and felt that this was mainly due to her own love of reading and interest in
discussing books with others. The fourth teacher however described having a “bad
conscience” about teaching literature and literary history, but felt that he attained his
main objective which was to make his students read.
Only one teacher at School B felt confident that she attained her objectives.
The remaining three were dissatisfied or only partially satisfied with their
achievements in the literature classroom. They admitted that they wanted to do a lot
more, but found that they had to focus a great deal of their time on the teaching of
basic language skills, and less on the teaching of literature.

Student response
9. In your experience, do your students respond positively to books in
English?
20. In your opinion, are the pupils in your class aware of the objectives of
reading English literature?

Teachers at School A all responded positively regarding their students’ response.

They commented that the experience of sharing a good book is wonderful for both
the student and the teacher and believed that many students enjoyed reading books
in English (with the exception of the slow readers and students with problems).
Students often feel a sense of accomplishment when they finish a book. In the
literature class they are able to read a whole book and that they considered to be
important. Further comments were that some books were “bad” for some pupils and
it was vital that the students themselves could understand that.
The response from School B was less positive. Teachers there felt that students
“seldom” or “sometimes” responded positively to books in English. Teachers also
used phrases such as “some of them” and “very few” in answer to the question.
Teachers gave reasons such as the fact that most students at School B do not like
core subjects and are more interested in working with practical skills than reading
books. One teacher’s view was that in both theoretical and non-theoretical schools,
students and young people in general prefer to watch films instead of reading books.

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 Teresa Norling

She was concerned about the fact that if young people were reading less, this would
also result in them using their imagination to a lesser extent.
Teachers at School A had mixed feelings regarding students’ awareness of the
objectives of reading English literature. One teacher felt that even though many of
her students did not read literature at all, they were aware of the objectives. Another
was unsure but believed that her students experienced a feeling of importance after
managing to read a whole book. However, most students understood that they read
English books because they realised that reading would develop their knowledge of
the language: “A really good student uses language as a means to read really good
books and literature”.
On the other hand, teachers at School B commented less favourably. The
majority of teachers did not feel that their students were aware of the objectives.
One teacher commented: “I try to make them aware, but I don’t think they
understand”. Although the teachers tried to increase students’ awareness, they
seemed to think that very few students fully understood the objectives of reading
English literature.

Discussion
The teachers’ responses to the questionnaire disclosed a number of interesting
points. The responses indicated that the teachers did try to take advantage of the
opportunity to awaken their students’ desire and interest in reading English
literature. The teaching methods used at both School A and B regarding the
teaching of literature were oriented towards the individual. Students were to a large
extent responsible for the choice of books, although the teachers did have an
underlying belief that the choice of “good” literature would positively influence
their students. Teachers at both schools placed the individual student at the centre,
and put a great deal of time and energy into finding suitable reading material for
each specific student. They felt it important that students should find themselves in
the literature as this would give their reading meaning. It was evident from the
results of the questionnaire that the teachers’ biggest problem was how to motivate
their students. The teachers at both schools had high ambitions for their students,
wanted them to read as much as possible, both books that would be “good” for them
as well as books that interested them, but had difficulty especially at School B in
making their students read at all. Choosing books for students does have both
positive and negative consequences. By choosing books for the students, teachers
can influence the students to read what they think is meaningful; however, making
choices for the students can also result in them losing interest altogether. The most
striking difference between the responses from the two schools was regarding

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Aims and objectives in the teaching of English literature

students’ motivation and ambition. At School B the students tended to be less

ambitious, reading only because they had to and even then they chose books well
below their level in order to make it easy for themselves. One teacher at School A
was unwilling to allow her students to read easy, “simplified” versions of books that
would have been lacking in quality and richness of language and found books
instead that were suited to the particular students’ levels. The teachers from School
A experienced their students to be more motivated and more aware of the objectives
of reading English literature than those at School B.
The teachers in the study tended to have an instrumental approach to literature,
whereby it was used to improve language skills and for the sheer pleasure of
reading. The teachers used literature as a jump off point and as a means to another
end such as discussion. Literature was not however used as an object of study in
itself, and there appears to be an absence of discussion around literary aspects such
as genre, interpretative processes and literary strategies. The teachers tended to put
most of the responsibility on the students and their experience of the literature and
less on themselves and the actual teaching of the literature. By allowing the students
to make their own choices teachers hoped that it would have a positive effect on
them and motivate them to want to read more. They also hoped that the literature
they read would “foster” them and strengthen moral character. Teachers from both
schools stressed the importance of the connection between reading and writing in
that literature acts as a stimulus for impressions and ideas. Writing about a text
makes it possible to organise and express those thoughts and at the same time
promotes learning (Dysthe 1996: 92).
Lack of money was another problem mentioned by the teachers at School B.
Most of the teachers there were unable to buy the books they wanted for the
teaching of English literature and it is likely that a poorly stocked library has a
negative effect on the students, especially if they are unmotivated to begin with.
Whereas money did not seem to be a problem at School A, time and the large
number of students in the classes were problematic and at least one teacher
expressed frustration in trying to give her students the time and attention they
needed.
Motivating students to want to read is a difficult task, as is attaining the
ambitious but vague objectives stated in the national curriculum. Teachers try to
fulfil these objectives, to foster moral attitudes and an understanding of self that
hopefully results in students being enriched and enlightened. Furthermore, it is
hoped that students develop a desire to want to continue to read books in English
and realise the importance of English both in and outside the classroom. In reality
however, teachers have to put most of their time and energy into focusing on basic
language skills and are satisfied when a student simply agrees to read a book. There

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 Teresa Norling

appears to be a discrepancy between the goals of the curriculum, the actual teaching
situation in the classroom and what the teachers can achieve with their students.
This can explain the feeling of failure experienced by most of the teachers in the
study. Vague phrasing of goals in the curriculum makes it difficult for teachers to
know how to approach teaching literature and what methods they should use to do
so. The teachers in the study tended to use literature more as language training and
less as an area of study and knowledge, often limiting themselves to old-fashioned
methods that did not allow for diversity in other areas.
It is believed that the study of literature “begins in delight and ends in
wisdom” (Hill 1986: 7). This conviction strengthens the view that literature is not
only unending in its capacity to teach, but is also a lifelong source of enjoyment. It
would seem, however, that the studying of English literature can result in students
feeling frustration and boredom. Students often lack a sense of relevancy, are
unmotivated and uninterested. It is important that teachers maintain a balance
between teaching the text and allowing pupils to find their own meaning, and
ultimately enjoyment, in the books they read. Undoubtedly, the main obstacle faced
by teachers today is how to motivate students to want to read in the first place.

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